Suzhou Bay Foreign Language School Affiliated to Beijing Foreign Studies University Suzhou Jiangsu, China
With the continuous construction and development of our society, people's requirements for English teaching in senior high schools have gradually increased. Teachers are required to guide students based on their better application of English, instead of letting students master simple vocabulary and grammar, so that every student can become a high-quality talent who can communicate freely in English, instead of a dumb English talent. Therefore, in the process of classroom teaching, English teachers in senior high schools must attach importance to the reform of English teaching, and be able to effectively guide students in more advanced ways. Based on cognitive linguistics, this paper briefly expounds the connotation and key points of English teaching in senior high schools, and then puts forward some strategies for the reform of English teaching in senior high schools, hoping to inspire teachers and colleagues.
Cognitive linguistics; High school English; Grammar teaching
Sun Yizhen. Practical Exploration of Effective English Grammar Teaching in Senior High Schools from the Perspective of Cognitive Linguistics. Frontiers in Educational Research (2021) Vol. 4, Issue 11: 90-93. https://doi.org/10.25236/FER.2021.041116.
 Su Keyin(2017). English Grammar Teaching in Senior High School from the Perspective of Cognitive Linguistics: Analysis and Thinking [J]. Basic Foreign Language Education, 19(2):30-37.
 He Wen(2018). Application of Cognitive Linguistics in English Grammar Teaching in Senior High School [J]. English Teachers,18(16):142-145.
 Huang Yueqing(2020). Exploring new teaching methods of attributive clauses from the perspective of cognitive linguistics [J]. English Teachers, 20(19):190-192.